vol. 2 núm. 1 (2021)

This article is the outcome of a comprehensive research, a quasi-experimental type, that was implemented under the mixed paradigm. In the qualitative phase, we organized and established a virtual learning environment (VLE), for students coursing specializations in the School of Educational Sciences, in a Colombian university, the study presented remote and virtual learning methodologies throughout pedagogical and didactic planning. Initially we established the Perception Channels (PC) and Learning Styles (LS) that were preferred by students. In recognition of the actors within the educational process, the learning environments for students were defined, a content evaluation was performed, the learning strategy was specified according to the nature of the course and its training intentions; the training purposes,  competencies, performance indicators, activities focused on doing, seeing and listening, and evaluation mechanisms were established. Neuro-linguistic programming was implemented as one of the strategies that can drive autonomous learning and academic success for students. It was concluded that designing a VLE makes sense when the actors and their learning methods are recognized. Within the expertise planning, didactic strategies are incorporated that generate cognitive processes, which lead tolearning and therefore the enrichment of the educational process; raising motivation in students and contributing to their permanence in classrooms. It was found thatvariables regarding the teacher’s gender, the theoretical, reflective, active, pragmatic learning style and the kinesthetic perception channel have an influence in academic performance.

This document presents an experience of educational innovation developed in the Qualifying Subject of the Technology and Education Degree in Pedagogy ofthe University of Burgos (Spain), through the creation of educational infographics. The objective is to make infographics known to future education professionals as a pedagogical resource, for boosting creativity and under the educational methodology “Learning by doing“. At first, the participating students (n = 44) were explained what infographics is and its possibilities as a pedagogical resource. Subsequently, theywere asked by working groups, to carry out an infographic about the content of a particular subject. In total, eleven infographics were created with various applications. After finishing the experience, the students made a final assessment from which we can conclude in general, that the satisfaction and interest levels towards this resource was quite high.

The purpose of this study is to review the consolidated university at random, Latin American and Colombian statistical data, to establish the determinants of the phenomenon in the context of higher education in Colombia. To establish the determinants of the phenomenon in the context of higher education in Colombia. Data are updated until 2015 and for Colombia until 2016. Different reference documents and reporting were addressed, mainly from the OECD, the World Bank, and is a SPADIES system. The results of this study show how desertion is a global problem, with the United States having a 52% at last place. According to data from the SPADIES system, the percentage of university dropout for 2016 is 26. 1% for vocational education, 17. 1 % Technical and Technological education, 16. 7% for Technological Training and 9.0% for university Education. According to studies advanced by the different levels of the Ministry of National Education, the most relevant factor of the phenomenon of university desertion is academic, which has been proven in this study, appealing to the results of the PISA tests, and Know 11th, which reveals a structural problem in school training in Colombia.

The use of technological tools, within the spaces, where virtual educational processes are carried out, are promoting the establishment of social relations that favor knowledge management. The interaction, socialization and exchange of ideas, knowledge, knowledge, beliefs, opinions, experiences, feelings and emotions that allow the construction and appropriation of knowledge, which brings with it the formation of the human being into a social and competent being for society, thus building their own to visualize the socialization, externalization, combination and internalization of knowledge as a process of transformation and transmission of the same, which originates the construction of new knowledge, transmitting it from generation to generation. It seeks, then, to communicate knowledge, experiences, abilities and skills in an effective way that contributes to the personal, professional and collective development of the members of society. This article seeks to describe the findings found, based on experience, in virtual educational processes and the establishment of social relationships that arise in them as a consequence of the use of technology.Therefore, it is about reflecting on the findings of the social relationships that arise in virtual teaching-learning spaces, considering the qualitative approach and virtual ethnography as a study methodology, since it allows the study of a specific social phenomenon. The research units were the partners of each of the virtual courses carried out in the FATLA Digital Community.social environment. The knowledge management model of Nonaka and Takeuchi allows